This Intersegmental Data Partnerships Resource Guide, and the accompanying PACE policy brief (see ED591080), are products of a year-long qualitative research project exploring promising practices in data sharing and data use among intersegmental partnerships throughout California. This Resource Guide provides institutions engaged in intersegmental…

In 2004, Lumina Foundation for Education launched "Achieving the Dream: Community Colleges Count," a national initiative aimed at improving success among community college students, particularly low-income students and students of color. Now encompassing more than 130 institutions in 24 states and the District of Columbia, Achieving the…

"Building Institutional Capacity for Data-Informed Decision Making" is the third installment of the Cutting Edge series, which aims to help colleges engage faculty, scale successful interventions, and create a strong culture of evidence through use of data to strengthen their institutional change and student success efforts. Though the…

Data-driven planning or evidence-based decision making represents nothing new in its concept. For years, business leaders have claimed they have implemented planning informed by data that have been strategically and systematically gathered. Within higher education and student affairs, there may be less evidence of the actual practice of…

This chapter examines lessons learned by states that are using student unit record (SUR) data to improve outcomes for community college students and recommends steps states can take to strengthen their use of SUR databases to benefit students and communities. (Contains 1 exhibit.)

The need for better data on the performance of higher education has become a major focus of education policymakers, and this has been reflected in federal legislation. Community colleges are appropriately held accountable for the workforce outcomes of their students, but the data that are gathered to evaluate those outcomes must reflect the…

If it takes a village to raise a child, it takes a strong network of committed colleagues to launch an initiative like "SENSE." From its conception in fall 2006 to the first national administration in fall 2009, the Survey of Entering Student Engagement ("SENSE") has been supported by key individuals and groups, without whom there would have been…

Strengthening Pre-collegiate Education in Community Colleges (SPECC) was organized by The Carnegie Foundation for the Advancement of Teaching in partnership with The William and Flora Hewlett Foundation to increase student learning in developmental--or basic skills--classes. However, their concern was not just the success of students in classes…

To provide access to and retain both students of color and low-income students, community colleges must change to create environments in which all students can succeed. Change strategies must focus on the core mission of the institution and rely on data regarding the experiences of students at the institution. When student data are used to inform…

This report responds to some of the key questions raised by educators and legislators about ESL practices, programs and support services across the three California postsecondary systems: the California Community Colleges (CCC), the California State University (CSU), and the University of California (UC). While this report was produced to address…

This book reveals why so many students are entering college unprepared for college level work and often unable to complete a degree. This important book presents the findings of the Bridge Project, a major national research study conducted by Stanford University and funded by The Pew Charitable Trusts and the U.S. Department of Education. The…

Community colleges play an important role in starting students on the road to engineering careers, but students often face obstacles in transferring to four-year educational institutions to continue their education. "Enhancing the Community College Pathway to Engineering Careers," a new book from the National Academy of Engineering and the…

How do ABE/ESOL (Adult Basic Education/English for Speakers of Other Languages) programs shape adult learners, and how do adult learners, in turn, shape their programs? Beyond the acquisition of important skills (such as greater fluency in the English language) what are the bigger internal meanings for adults of participating in ABE/ESOL…